It is a little known fact that reading was taught by means of spelling for over 200 years. Today the impact of spelling on reading achievement is not as well appreciated as it once was. The late Dr. Ronald P. Carver did extensive research into the causal relationships between spelling instruction and reading ability. Carver concluded, "One very important way to learn how to pronounce more words accurately is sometimes overlooked, that is, learning to spell more words accurately." (Causes of High and Low Reading Achievement, p. 178). He also notes that "spelling was used to teach reading for almost 200 years, but by the beginning of the 20th century, the tide had so turned that learning to spell was largely seen as incidental to learning to read." Quoting C. A. Perfetti, Carver observed, "practice at spelling should help reading more than practice of reading helps spelling." (p. 179. In June of 2004 Miss Geraldine Rodgers sent me her essay, "Why Noah Webster's Way Was the Right Way." She argued from the history of reading and the psychology of reading that Webster's spelling book method of teaching reading and spelling was superior to all other methods. I was surprised to learn that that Webster, in his 1828 American Dictionary of the English Language, defined a Spelling Book as, " A book for teaching children to spell and read." He also wrote under the entry, Spelling, "To tell the name of letters of a word, with a proper division of syllables, for the purpose of learning the pronunciation. In this manner children learn to read by first spelling the words." You can see that Webster was quite clear about the dual purpose of the spelling books in his day. You can imagine my surprise at the improvement I began to get with my tutoring students when they started working through Webster's Spelling Book. I decided to type up my own edition to use in my private tutoring and my tutoring work at the Odessa Christian School in Odessa, TX, where I teach remedial reading and Spanish. In this edition, I have retained everything in the original 1908 (descendant from the 1829 edition). The only differences relate to formatting. I chose to list the words in rows instead of columns. I also allow the words to divide at the ends of lines. I have found that this works fine for all students. We are teaching students to read and spell by syllables and not by word shapes or context. When reading and spelling are taught by the Spelling Book Method, all guessing at words from shape or context is completely eliminated. The student's total focus is on pronouncing the words correctly, high levels of comprehension are a natural result.

This book analyses Noah Webster's and Samuel Johnson's use of verbal examples in their dictionaries as a means of giving guidance on word usage. The author's major interest lies in elucidating how uniquely Webster, who was originally a grammarian, made use of verbal examples. In order to achieve this purpose, the author provides chapters based on types of entry words in their functional contexts. Johnson's selection of sources of citations and the frequency of his quoting citations tended to vary strongly according to the type of entry word; he also supplied invented examples rather than citations when he thought it especially necessary to clarify the use of a word. By contrast, with the exception of biblical ones, almost all of Webster's citations were taken from Johnson's »Dictionary«. However, Webster significantly made full use of such citations to express his view on word usage, which differs essentially from Johnson's. Besides, Webster had a strong tendency to quote phrases and sentences from the Bible for the same purpose.

Noah Webster was described by the publisher of a competing dictionary as "a vain ... plodding Yankee, who aspired to be a second Johnson"--a criticism that rings mostly true. He was certainly vain and, born in Connecticut, undeniably a Yankee. Moreover, though he referred to Johnson's Dictionary of the English Language as a "barren desart of philology," the American lexicographer relied heavily on the book during the creation of his own American Dictionary, going so far as to filch whole sections. And few would seem more "plodding" than Webster, who was positively obsessed with collecting and preserving bits of information. He kept records of the weather, carefully logged the number of houses in every new town he passed through, filed away every scrap of his writing and everything written about him, and filled the margins of his books with references, dates and corrections. The proud Yankee's sensibilities, however, also made him a fine lexicographer. Generally credited with distinguishing American spelling and usage from British, Webster shunned prescriptive mores and was doggedly loyal to his own language habits, as well as to those of the average American speaker. The book covers Webster's major publications and the influences and methods that shaped them; recounts his life as schoolteacher, copyright law champion, and itinerant lecturer; and examines the Webster legacy. An appendix containing title page reproductions from Webster's books, as well as some from his predecessors and competitors, is also included.

An entertaining and enlightening reference that demystifies some of the most mistreated words in the English...